thesis statement for registered nurses

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Nursing essay thesis statement [+how to & examples], dr. wilson mn.

• August 11, 2022
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This article provides information on thesis statement , structure, and style, as well as tips on how to write an effective nursing essay thesis statement and nursing essay thesis statement examples.

There are many different formats that you can use when writing nursing essays. Thesis statements, for example, will be at the beginning of your essay, while the body of your essay will contain details and examples supporting your thesis statement.

In order to ensure that your essay is well organized and flows from point to point, it is important to follow a specific structure.

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How to write a Thesis Statement in a nursing essay

Nursing essay writing format [Thesis, Structure]

A thesis statement is the most important part of your nursing essay . It should be a clear, concise, and compelling statement that outlines your main argument. It should also be based on research you have done and reflect your personal opinion. Follow these tips to help create a strong thesis statement for your nursing essay:

1. Start by identifying the problem you want to address. What problem do you think needs to be addressed in the nursing profession? For example, do nurses need more training in preventative care ? Do they need more support when caring for patients ? When writing about a problem that you haven’t personally experienced, it’s important to cite reliable sources that will help support your argument.

Read more on How to Start a Nursing Essay [Nursing Essay Introduction]

2. Be specific about the impact of this problem on nurses and patients . State how this problem has harmed nurses and patients in specific ways . For example, do nurses feel overloaded with work? Do they lack adequate resources to care for their patients effectively ? Be clear about the magnitude of the issue and how it impacts both nurses and patients.

3. Use evidence to back up your argument. Cite reliable sources that supports your thesis statement . For example, if you’re arguing that nurses need more training in preventative care , you can use research studies to back up this claim. Be sure to cite your sources so that readers can verify the information you are presenting.

4. Write in a clear and concise manner. Use specific examples and language to help illustrate your point. For example, rather than saying “Nurses need more support,” say “Nurses need more assistance from their superiors when caring for patients.” This will make your argument more clear and easier to understand.

5. Don’t be afraid to state your opinion. In fact, it’s important to do so. However, make sure that your opinion is based on evidence and research. Don’t simply state what you believe without backing it up with evidence or analysis.

here’s How to Conclude a nursing essay [Nursing Essay Conclusion + Examples]

Nursing Essay Thesis Statement Examples

A thesis statement is a concise, compelling statement of your argument. When writing an essay , you should choose a thesis statement that reflects your main arguments and supports your analysis. A good thesis statement will summarize the main points of your essay and introduce new ideas . The following are examples of effective thesis statements for nursing essays:nnNurses are in constant need of updated education in order to provide quality care to their patients .

There are three main types of thesis statements in nursing: descriptive, explanatory, and persuasive. Descriptive statements describe what has been observed or what is known about a certain subject. Explanatory statements explain how something works or why it exists. Persuasive statements engage the reader in your argument by showing how what you are saying is related to their own situation or experience.

Besides, you can use these 100+ Strong Persuasive Nursing Essay Topics Ideas [+Outline]

The following are examples of descriptive, explanatory, and persuasive thesis statements:

Descriptive Thesis Statement: Nursing is an important profession that helps people to maintain their health and extend their lives.

Explanatory Thesis Statement: Nursing plays an important role in the care of patients who are critically ill or who have serious injuries.

Persuasive Thesis Statement: Becoming a nurse is an excellent way to gain valuable experience that will help you to become a successful

Here are 210+ Current Nursing Essay Topics to write about [+Outline]

Nursing Essay Thesis Statement Examples 1

In this essay, I will discuss the importance of nursing , identify the essential skills and qualities necessary for success as a nurse, and provide an example of a powerful nursing thesis statement.

Here are four example thesis statements for nursing essays:

Nursing is an important career choice for those who want to make a difference in the lives of others. Nursing provides unique opportunities to develop personal relationships with patients and their families. Nursing is critically important to the health and well-being of the population . The nursing profession faces many challenges , but it has the potential to make a significant impact on society

Find out more on  How to write DNP capstone project Methodology Chapter ,  How to write a DNP Capstone Project Literature Review ,  How to write a DNP capstone project chapter 1 – Introduction , and  DNP Capstone project Abstract Examples [Outline & How-to]

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Writing a Thesis for Nursing School

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Writing a thesis presents an opportunity for graduate students to conduct scholarly inquiry, with the potential of publishing their finished paper. A thesis requires nursing students to identify a problem in nursing, and review academic literature while developing advanced research skills. Thesis advisors and committees guide students from the proposal phase to the final oral defense, a process that spans about two semesters.

Not every nursing student is required to complete a thesis. Some nursing programs offer a non-thesis option, in which candidates complete a final capstone project or oral examination on topics such as nursing theories and clinical practices.

The thesis process and requirements vary by school. Ohio State University’s master of science in nursing program’s final examination includes oral and written portions.

Want to know what to expect during the thesis process? Read on to learn how you can choose a thesis topic and orally defend your paper.

Choosing Your Nursing Thesis Topic

Nursing students must choose a thesis topic before they begin the research and writing process, typically within the first two terms of nursing school. A solid thesis must present an original argument, manageable research scope, and worthy academic pursuit. A thesis advisor or research professor will help to guide each student through the process of choosing a topic.

In the conceptual phase, candidates research potential thesis topics based on their interests within their nursing specialty. Students may start with a broad topic such as obesity and weight management, depression, or cardiovascular disease. To narrow their thesis argument, graduate students might focus on racial or ethnic groups, socio-economic issues, or current events.

After settling on a topic, students draft and submit a thesis proposal to an advisor or committee chair. Once this proposal has been approved, students can begin the formal work on his or her approved thesis topic.

While graduate students must complete a thesis to fulfill the requirements of a master’s degree in nursing, the thesis process also offers a chance for future nurses to immerse themselves in current academic literature and collaborate with fellow graduate students, faculty, and professors. A thesis can also serve as the foundation for doctoral studies. A thesis at the doctoral (PhD) level is called a dissertation.

Completing Your Nursing Thesis

Brainstorming a thesis topic begins as early as the first semester of a master’s in nursing program. The formal thesis process, which typically spans multiple terms, does not take place until the student’s final year, usually during the last term.

Thesis requirements vary by school, and students must meet specific deadlines and take prerequisite courses beforehand. At the University of Texas-Houston’s School of Nursing , candidates take a public health class before they submit a thesis proposal.

Future nurses work under the guidance of a thesis committee and advisor. The experience of writing a thesis trains students in original investigation, data collection, implementing research design, and public speaking. Candidates also learn to flex their analytical thinking skills and master a specific area of nursing as they develop the ability to analyze and draw conclusions through data.

At a program’s conclusion, students submit their thesis as a bound manuscript or electronic file. In addition to submitting a written report, students orally defend their final thesis in front of the committee. Many graduates also submit their manuscripts for publication.

Presenting Your Nursing Thesis

Graduate students generally orally defend their proposal and present their completed thesis in front of their committee. This committee also includes the thesis mentor, a faculty member specializing in the nursing discipline of their scholarly inquiry. There are generally 3 total committee members on a thesis committee.

Fellow graduate students or consultants outside of the college may attend presentations, if the process is open to the public. Otherwise, the thesis defense remains a private session, with students presenting their findings. The oral examination of the thesis takes up to one hour, but can last longer depending on how many questions the committee has for the student.

During that time, the committee evaluates the thesis based on how the research experience has shaped the student’s graduate education and the findings’ significance to the nursing field. When the exam concludes, the committee either accepts or rejects the thesis defense.

How is a Nursing Thesis Graded?

Nursing schools rely on each committee to formally grade each product in the thesis process. Some graduate nursing students may receive a letter grade, while other nursing schools adhere to a “pass” or “fail” policy.

To determine a grade, the committee assesses the thesis based on set criteria. Committee members look at the project’s key components, including the statement of purpose, literature review, research methodology, analysis, findings, and implications. The process and grading criteria for the thesis process can be found in the school’s graduate handbook. Most of these handbooks are published online for student review.

The thesis must identify significant issues or service gaps in nursing and present them in a concise and coherent fashion. Candidates must support all findings and analysis by research and explain the implications for healthcare.

The oral defense also factors into the grade. The committee grades the defense based on the quality of the student’s presentation, taking into consideration if the student spoke clearly and presented a logical and well-organized argument.

What is the Difference Between a Nursing Thesis and a Capstone?

A nursing thesis and a capstone demonstrate the student’s comprehensive knowledge and educational journey. Graduate students in a non-research track may have the choice of completing a clinical project. Doctoral of Nursing ( DNP ) students complete a capstone project.

Graduate-level nursing students work on an original scholarly inquiry during their thesis, while undergraduates recap their cumulative learning experience. The thesis process, which includes completing nursing courses and writing a proposal, takes place over the entire program.

Learn more about the difference between a thesis and capstone project on this page .

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6.10: Examples and Pitfalls of Thesis Statements

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The following are good examples of strong thesis statements.

Thesis statement 1

To plan and fund healthcare, local health networks are better at improving the patient experience and access to care than a large central body.

Thesis statement 2

Positioning clients with acute respiratory distress syndrome in the prone position increases ventilation and decreases mortality rates.

Pitfalls to avoid with thesis statements

Now that you have learned about strong thesis statements, take a look at four pitfalls to avoid when composing a thesis, as described in Table 6.2 and illustrated in Figure 6.5 .

Table 6.2 : Pitfalls to avoid with thesis statements

Figure 6.5: Pitfalls in thesis statements

Student Tip

Use of the First Person Perspective in a Thesis Statement

Even in a personal essay that allows the use of the first person perspective, your thesis should not contain phrases such as in “my opinion” or “I believe.” These statements reduce your credibility and weaken your argument. Your opinion will be more convincing if you use a stronger statement, such as: “As per the evidence, I argue that shifting money to preventative healthcare is important to reduce hospital healthcare costs.”

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Professional Nursing (NG 315)

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• Writer's Handbook - UW Madison
• Creating a Thesis Statement - Purdue
• Thesis Statements - UNC Chapel Hill A short tutorial dealing with what a thesis statement is, how to make a thesis statement, and how to know if a thesis statement is strong. It also includes several examples.
• Developing a Thesis - Harvard Detailed tips about constructing a good thesis, with annotated examples of good and bad thesis statements.

Why the Thesis Statement Is Backwards

Why the thesis statement is backwards.

by Natalya Zielnicki at windyconditions.net

I used to hate the phrase, “thesis statement.” In English and writing classes, it was a vague, overly-emphasized concept that stuck out in my humanities education like a sore thumb. I loathed assignments bidding my classmates and me to, “write a thesis statement,” and answer “what’s your paper’s thesis?” before setting out to do any research on the topic!

And for whatever reason, in spite of all the weight placed on this holy grail entrusted to young writers, I simply did not understand its importance. I would try to find a thesis — set out to prove that “Wilbur was highly humble until Charlotte wrote on her web, ‘Some Pig’” before finishing Charlotte’s Web . After “finding” my thesis I would sit in front of my computer, straining from word constipation until last minute panic hit me and I would write some awful paragraphs “supporting” my statement at the end of the first paragraph in an essay. This method was great at scraping me A-s, with occasional As or B+s on most papers…but it left me resenting writing. Drained of any creativity in the confines of writing a “thesis statement” every few weeks, I tried to avoid as many humanities classes as I could by taking more math classes.

Then, a wonderful kick in the face occurred during a few upper level math classes, which invariably taught me to write. Once you hit a few upper level math classes such as Analysis, a student will be asked to write a math proof. Sometimes the question is not put in the easiest way; assignments usually read, “is this statement true or false? Either find a counterexample or give a proof of this statement.” Oh, how I loathed such questions, where there was no black-and-white way to solve something!

But then, after many hours and sleepless nights, proof-writing started clicking , and my mind was molded into way of thinking that started trickling into many applications. Proof-writing is a wonderfully fulfilling process; it involves the creative steps of exploring, questioning, and then — once all the steps are laid out nicely in front of you — you neatly summarize it in plain English.

Consider, for example, the following proof from an old Number Theory homework set. Notice how no sentence is wasted; each explored step takes me closer and closer to the conclusion we make in our “proof” statement:

And this is how I learned how to write. I learned that writing is a logical proof: you explore, experiment, and each sentence becomes one step closer to the insightful conclusion you are about to make. That conclusion is your thesis. Don’t set out to prove a thesis first; as you think, experiment until you prove your newfound thesis. Similar to the above proof, the thesis statement isn’t meant to be some clean sentence at the end of the first paragraph of your five-paragraph paper. Instead, it is this polished result that you obtain by getting your hands dirty, and then unraveling it out until finally — you have it, in one beautiful statement or two. As you explore your topic, you venture into the unknown, and with each logical step and creative measure, you have pulled from the dredges of the unknown something that you and your readers will love and appreciate for all its glory. I guarantee it.

Sure, this method takes a little more research and thought than a nicely packaged handout that your teachers would like to show. But trust me, if you prod it, if you polish and polish some more, if you really put some thought into each paper and sentence you write, that thesis will shine. And you will soar in all your writing assignments from hereon out.

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Registered Nurses: Free Sample Thesis Statement To Follow

Type of paper: Thesis Statement

Topic: Nursing , Health , Health Care , Breastfeeding , Nurse , Nurses , Healthcare , Registered Nurse

Words: 1200

Published: 03/30/2023

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Thesis statement: The occupation of a Registered Nurse seems to take an enormous amount of responsibility. The duties of a Registered Nurse are many. Nurses also "assist physicians during treatments and examinations." The jobs of a Registered Nurse will be a challenge for me. The working conditions of a nurse range from one extreme to the next.

INTRODUCTION

The history and evolution of the Registered Nurses roles Nursing is a profession that begun as a result of women who cared for soldiers The Profession however developed latter on into the 19th century during which it was now viewed as an important element of the community (RegisteredNurseRN.com., 2016)

The role of Florence Nightingale

Florence Nightingale played a key role in the development of nursing as a profession with much of her work emerging from the events of the Crimean war where she focused on nutrition and sanitation (RegisteredNurseRN.com., 2016)

The development of the first nursing school was accomplished in 1873 in Boston

BODY Describing the Registered Nurse A registered nurse (RN) is any nurse who has accomplished and completed all the educational, certification and licensure requirements that have been set forth within each of the states RN’s are not only care givers but they act as the leaders and the influencers in the working environment to balance the administrative needs and the staffing issues

The roles of the RN

The RN may work under the authority of the physician, the assistant physician or the nurse practitioner Their roles include; Administration of medications Education for patients and family members on aspects of illnesses, treatment and therapy options Utilizing the available equipment for diagnostic tests Developing comprehensive nursing care plans Making documentation of the patient’s vital signs and any important information Educational requirements The common requirement for nurses and the basic qualification is the associate degree in nursing (ADN). The ADN path takes up to 2-3 years The next step to the RN career is the Bachelor's of science in nursing (BSN) which is four year course Once the BSN path is completed, an individual has to undertake the National Council Licensure Examination (NCLEX) Career path and opportunities The Registered nursing profession is expanding at fast rate and the prospects of the profession are projected to grow even faster

Between 2010-2020, the employment rate for the RNs is expected to grow at an significantly high rate of up to 26%

Home healthcare services and doctor’s office are projected to accommodate more RNs As at present, the average annual wage or RNs is approximately $65, 950 Work environment RNs work within the hospital setting or within Physician’s offices, home-health settings and outpatient facilities Up to 60% of the RNs are however based in hospital settings where their services are regarded as critical (RegisteredNurseRN.com., 2016) RN’s can effectively delegate some roles to the Certified Nursing Assistants (CNAs) and Licensed Practical Nurses (LPNs) based on experience, competence and qualifications

How do I fit in?

I believe that the expanded roles for the RNs provide me with an opportunity to explore the healthcare system It is challenging to work within the healthcare systems in the contemporary setting especially due to the focus on patient outcomes in a more detailed perspective It is even harder for the RN as they are regarded as the link between the high profile roles and the less experienced groups in the healthcare system I however feel that I am prepared adequately to meet this challenge considering that I have experienced these conditions during my practicum and practice over time

Summary RNs are stepping up to the challenge and they are currently leading a revolution that will impact the healthcare system (Canadian Nurses Association, 2013) There is so much expectation on the RNs and this has made the RN’s role on of the most challenging especially for those who fail to adopt to these expectations For me, I think it is the best set platform to gather experience and lead the innovation that is necessary within the sector

Draft summary

The role of the Registered nurse is significantly assuming a new dimension within the healthcare sector not least that of nurturing the inexperienced nurses into the profession. RNs are at the position where they are regarded to form a unique point of interaction for the nurses within the healthcare. The experience for the RN cannot be underestimated and the focus of the healthcare systems has been to make sure that even as RNs rise to other positions of leadership, they significantly help in the growth and development of the nurses and workforce working with them (Smolowitz, Speakman, Wojnar, Whelan, Ulrich, Hayes, & Wood, 2015). I feel that even as the RN role takes this new direction, there is enormous pressure and the roles of the RN are set to gradually increase two-fold in the next few years. We who will be serving in such positions will have to not only lead and transform change but also act as the innovators towards a reformed healthcare system. Today, data and information are the key areas that help in transformation and the RN is placed at the point where they control or manage data (Canadian Nurses Association, 2013). They are at the point where the interact with data that informs them of not just the individual needs of the patient, but also the general health of the population and the apparent patterns and trends in health at the community level. It is the high time to recognize that we as the RN’s of the future have to stand up to the challenge of making it a practical requirement that data mining is a new role for the RNs. The RN has to become innovative to help shed off the load of responsibilities that they have which does not imply leaving or ignoring out some roles. Rather it implies developing new methods for working out the health needs of the population they serve by utilizing the available technologies (Smolowitz, Speakman, Wojnar, Whelan, Ulrich, Hayes, & Wood, 2015). I however believe that despite these extremes for the RNs I can thrive in this environment especially with the opportunities that the new technologies provide.

Canadian Nurses Association. (2013). Registered nurses: Stepping up to transform health care. Ottawa, CA: CNA www. cna-aiic. ca. Smolowitz, J., Speakman, E., Wojnar, D., Whelan, E. M., Ulrich, S., Hayes, C., & Wood, L. (2015). Role of the registered nurse in primary health care: Meeting health care needs in the 21st century. Nursing outlook, 63(2), 130-136. RegisteredNurseRN.com. (2016). Registered Nurse RN | Nursing Career & Jobs, Salary, Blog, History, & Nursing Schools. Retrieved from http://www.registerednursern.com/

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A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them. The kind of thesis that your paper will have will depend on the purpose of your writing. This handout will cover general thesis statement tips, explain some of the different types of thesis statements, and provide some links to other resources about writing thesis statements.

General Thesis Statement Tips

A thesis statement generally consists of two parts: your topic, and then the analysis, explanation(s), or assertion(s) that you're making about the topic. The kind of thesis statement you write will depend on what kind of paper you're writing.

In some kinds of writing, such as narratives or descriptions, a thesis statement is less important, but you may still want to provide some kind of statement in your first paragraph that helps to guide your reader through your paper.

A thesis statement is a very  specific  statement -- it should cover only what you want to discuss in your paper, and be supported with specific evidence. The scope of your paper will be determined by the length of your paper and any other requirements that might be in place.

Generally, a thesis statement appears at the end of the first paragraph of an essay, so that readers will have a clear idea of what to expect as they read.

You can think of your thesis as a map or a guide both for yourself and your audience, so it might be helpful to draw a chart or picture of your ideas and how they're connected to help you get started.

As you write and revise your paper, it's okay to change your thesis statement -- sometimes you don't discover what you really want to say about a topic until you've started (or finished) writing! Just make sure that your "final" thesis statement accurately shows what will happen in your paper.

Analytical Thesis Statements

In an analytical paper, you are breaking down an issue or an idea into its component parts, evaluating the issue or idea, and presenting this breakdown and evaluation to your audience. An analytical thesis statement will explain:

what you are analyzing

the parts of your analysis

the order in which you will be presenting your analysis

Example: An analysis of barn owl flight behavior reveals two kinds of flight patterns: patterns related to hunting prey and patterns related to courtship.

A reader who encountered that thesis in a paper would expect an explanation of the analysis of barn owl flight behavior, and then an explanation of the two kinds of flight patterns.

Questions to ask yourself when writing an analytical thesis statement:

What did I analyze?

What did I discover in my analysis?

How can I categorize my discoveries?

In what order should I present my discoveries?

Expository (Explanatory) Thesis Statements

In an expository paper, you are explaining something to your audience. An expository thesis statement will tell your audience:

what you are going to explain to them

the categories you are using to organize your explanation

the order in which you will be presenting your categories

Example: The lifestyles of barn owls include hunting for insects and animals, building nests, and raising their young.

A reader who encountered that thesis would expect the paper to explain how barn owls hunt for insects, build nests, and raise young.

Questions to ask yourself when writing an expository thesis statement:

What am I trying to explain?

How can I categorize my explanation into different parts?

In what order should I present the different parts of my explanation?

Argumentative Thesis Statements

In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. However, this claim must be a statement that people could possibly disagree with, because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence. An argumentative thesis statement will tell your audience:

your claim or assertion

the reasons/evidence that support this claim

the order in which you will be presenting your reasons and evidence

Example: Barn owls' nests should not be eliminated from barns because barn owls help farmers by eliminating insect and rodent pests.

A reader who encountered this thesis would expect to be presented with an argument and evidence that farmers should not get rid of barn owls when they find them nesting in their barns.

Questions to ask yourself when writing an argumentative thesis statement:

What is my claim or assertion?

What are the reasons I have to support my claim or assertion?

In what order should I present my reasons?

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List of Nursing Resources on the Purdue OWL

Welcome to the Purdue OWL

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As a nursing student, you will write different types of texts, such as research papers and group presentations. All of this writing has common characteristics: to be concise, evidence-based, supported by credible and appropriate research, to be professional, and to follow APA style. This section offers resources that are designed to help nursing students with these and other writing concerns.

American Psychological Association (APA)

APA Style Workshop

APA Citation Rules

APA is used in scientific and social scientific disciplines, including nursing, and standardizes research and citation formats. These links provide information for APA style, with the first link offering an overview of APA style and the second providing specific APA rules and sample APA papers.

APA Paper Sample

This sample shows you how to write and format a nursing research paper in APA.

The Rhetorical Situation

This PowerPoint presentation will help you understand the importance of the context in which you write. There are many factors that influence your writing: you, the writer; your purpose; your audience; your context; and the culture surrounding the context. For example, you will write differently for your professors than you will for your patients. Their varying education levels and different situations, or context, will cause you to use different language and present your topic differently.

Audience Analysis

This resource will help you with one important part of the rhetorical situation: analyzing your audience and tailoring your writing to fit your audience’s needs. There is also a handout available on this page with a chart to help you with your audience analysis.

Writing Scientific Abstracts

This PowerPoint presentation discusses the importance of writing abstracts and offers tools on how to write them. Abstracts allow you to present information in a clear, concise manner and are part of writing in APA style.

Conducting Primary Research

Primary research is an important component while writing as a nursing student. It allows you to support your argument, or thesis statement, with evidence; this, in turn, creates ethos, or credibility, for you as an author. This link offers many resources about primary research, including how to get started and how to conduct the various kinds of primary research.

Conducting an Interview

This PowerPoint presentation discusses the steps involved in conducting an interview as part of primary research. You may be asked to conduct an interview with clinical nurses, patients, or physicians as part of a writing assignment or research paper. Consult this PowerPoint before contacting your interviewee because it offers tips for how to contact him or her.

Database Research Tutorial from the Purdue Library

Engaging in secondary research, or research that is gathered from existing research performed and published by another author, is an essential part of writing as a nursing student. Using databases is one way to collect information, and this resource links to the Purdue Library’s tutorial on how to use databases.

Searching the World Wide Web

The Internet is a convenient and useful way to gather information; however, nursing professors expect their students to perform research that goes beyond a Google search. This PowerPoint presentation offers strategies for conducting Internet research, and it explains components of using the Internet you may not be familiar with, for example, the visible and invisible web. Use this PowerPoint presentation in conjunction with the database research tutorial for a good overview of how to conduct Internet research.

Evaluating Sources of Information

Not all sources of information are credible or reliable, and it is your job as a nursing student to be able to tell the difference. This resource offers different ways to decipher whether or not a source is credible.

Documenting Electronic Sources

When conducting secondary research, you might come across credible electronic sources that you would like to integrate into your writing. Documenting these sources properly is important because it builds your credibility as a writer, and it shows your readers, i.e., your nursing professors, that you have followed APA guidelines. This resource provides information and links to other resources that will help you properly document electronic sources.

Annotated Bibliographies

Annotated bibliographies, a summary and/or evaluation of sources, can help you organize your research. This resource explains the purpose of annotated bibliographies and provides examples. There are examples for APA, MLA, and CMS on this page; be sure to follow the APA format, as each citation style differs.

Thesis: Establishing an Argument

This page explains the importance of a thesis and how you can create an effective statement. Thesis statements are important to your writing because they control the paper’s overall purpose. These statements are especially important for you as a nursing student because writing in nursing should be logical, organized, concise, and clear; having a strong thesis will help you achieve this type of writing.

Grammar, Mechanics, and a Brief Discussion about Revision

The Grammar and Mechanics section on the OWL will help you learn how to use correct language. Using correct grammar will help your ethos, i.e., it will build your credibility, and it makes your writing appear more professional. One way to help improve your grammar is by reviewing the pages within the grammar and mechanics section and by completing the grammar and mechanics exercises. Another way to help correct grammar mistakes is by revising your writing. You can fix most of your grammar errors by reading your paper aloud before you turn it into your professor. Reading your paper aloud also offers you a chance to hear your writing, and you may find that some of the ideas you thought were clear are not as clear or organized as you hoped they would be.

Designing an Effective PowerPoint Presentation

PowerPoint presentations are a useful tool to use when delivering individual or group presentations. This PowerPoint presentation defines the basic elements of a PowerPoint slideshow and discusses how you can use these elements in effective and professional ways.

Personal Statements

Personal statements are an important part of the application process for nursing school. This section of resources offers writing samples and information that will help guide you while writing the personal statement. While using these resources and writing your statement, keep in mind the specific application for which you writing, as different nursing schools ask for different types of personal statements, i.e., the applications may ask you to respond to different types of questions.

Résumés and Cover Letters

Résumés and cover letters are important documents traditionally created toward the end of your nursing education, though it never hurts to start creating them during the start of your education. Use these resources to help you create your résumé and cover letter. You also might find it useful to consult the rhetorical situation and audience analysis resources, as these resources will help you understand the context in which and for which you will create your résumé and cover letter. Links to commonly used databases and sites: http://www.ncbi.nlm.nih.gov/PubMed http://www.apastyle.org/manual/whats-new.aspx http://www.apastyle.org/ Databases available through the Purdue Library website: Academic Search Premier Health Source: Nursing/Academic Edition MEDLINE CINAHL

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Digital Commons @ USF > College of Nursing > Theses and Dissertations

Nursing Theses and Dissertations

Theses/dissertations from 2023 2023.

Psychological Distress, Resilience, and the Impact on Quality of Life in Breast Cancer Survivors With Taxane-Induced Peripheral Neuropathy , Lauren Schwab

Theses/Dissertations from 2022 2022

Medication-Assisted Treatment Versus 12-Step Group Therapy: A Comparative Analysis of Adherence and Abstinence In Patients With Opioid Use Disorder , Derrick C. Glymph

Theses/Dissertations from 2021 2021

Quality of Life of Older Adults with Complicated Grief Receiving Accelerated Resolution Therapy: A Mixed Methods Study , Tina M. Mason

Theses/Dissertations from 2020 2020

In Post-Extubated Patients What are the Preferred Methods of Communication During Their Experience of Endotracheal Intubation with Mechanical Ventilation , Lanette Dumas

The Effect of Hope on the Relationship between Personal and Disease Characteristics and Anxiety and Depression in Adolescents and Young Adults with Cancer , Sharon B. McNeil

Predictors of Nonadherence to Radiation Therapy Schedules Among Head and Neck Cancer Patients , Jennifer Lynn Miller

Theses/Dissertations from 2019 2019

Perceived Discrimination and Cardiovascular Outcomes in Blacks: A Secondary Data Analysis of the Heart SCORE Study , Marilyn Aluoch

Exploration of Gratitude in Cardiovascular Health: Mediators, Medication Adherence and Psychometrics , Lakeshia A. Cousin

Theses/Dissertations from 2018 2018

Fatigue-related Symptom Clusters and their Relationship with Depression, and Functional Status in Older Adults Hospice Patients with Cancer. , Suzan Fouad Abduljawad

Genetic Moderation of Pain and Fatigue Symptoms Resulting from the Mindfulness-Based Stress Reduction for Breast Cancer Program , Carissa Bea Alinat

The Moderating Effect of Religion on Death Distress and Quality of Life between Christian Cancer patients in the United States with Muslim cancer patients in Saudi Arabia , Doaa Almostadi

Prevention of Post Intensive Care Syndrome-Family with Sensation Awareness Focused Training Intervention: A Randomized Controlled Trial Pilot Study , Paula L. Cairns

Assessing Abstinence in Infants Greater Than 28 Days Old , Genieveve J. Cline

The Relationship Between Sleep Quality and Motor Function in Hospitalized Older Adult Survivors of Critical Illness , Maya N. Elías

The Role of Migration-Related Stress in Depression Among Haitian Immigrants in Florida: A Mixed Method Sequential Explanatory Approach , Dany Amanda C. Fanfan

The Effect of Depression, Inflammation and Sleep Quality on Risk for Cardiovascular Disease , Catherine L. O'Neil

Adapting SafeMedicate (Medication Dosage Calculation Skills software) For Use In Brazil , Samia Valeria Ozorio Dutra

Theses/Dissertations from 2017 2017

The Relationship Between Total Neuropathy Score-reduced, Neuropathy Symptoms and Function. , Ashraf Abulhaija

Validation of the Electronic Kids Dietary Index (E-KINDEX) Screening Tool for Early Identification of Risk for Overweight/Obesity (OW/OB) in a Pediatric Population: Associations with Quality of Life Perceptions , Patricia A. Hall

Theses/Dissertations from 2016 2016

The Effectiveness of an Intervention Designed to Improve Chlorhexidine (CHG) Bathing Technique in Adults Hospitalized in Medical Surgical Units , Janette Echemendia Denny

Levels of Distress Among Women Veterans Attending a Women’s Health Specialty Clinic in the VA Healthcare System , Debbie T. Devine

Examination of the Use of Accelerated Resolution Therapy (ART) in the Treatment of Symptoms of PTSD and Sleep Dysfunction in Veterans and Civilians , Marian Jevone Hardwick

Investigating the Mutual Effects of Depression and Spiritual Well-being on Quality of Life in Hospice Patients with Cancer and Family Caregivers Using the Actor-Partner Interdependence Model , Li-Ting Huang

The Change in Nutritional Status in Traumatic Brain Injury Patients: A Retrospective Descriptive A Retrospective Descriptive Study , Dina A. Masha'al

Exploring the Relationship Between Severity of Illness and Human Milk Volume in Very Low Birth Weight and Extremely Low Birth Weight Infants Over Six Weeks , Shannon Leigh Morse

Cardiovascular Disease Risk Scores and Novel Risk Factors in Relation to Race and Gender , Johanna Wilson

Theses/Dissertations from 2015 2015

A Comparative Evaluation of the Learner Centered Grading Debriefing Method in Nursing Education , Marisa J. Belote

Sleep, Depressive Symptoms and Cognition in Older Adults and Caregivers of Persons with Dementia , Glenna Shemida Brewster

The Relationship between Hearing Status and Cognitive Performance and the Influence of Depressive Symptoms in the Older Adult , Julie A. Daugherty

Basal Salivary Oxytocin and Skin to Skin Contact among Lactating Mothers of Premature Infants , Jessica Marie Gordon

The Relationship Between Nurses' Emotional Intelligence and Patient Outcomes , Mary Kutash

Sexual Functioning and Body Image in Younger Breast Cancer Survivors , Carly Lynn Paterson

Cognitive Load of Registered Nurses During Medication Administration , Sarah Faith Perron

A Comparison of Quality of Life between Intense and Non-Intense Treatment for Patients with Acute Myeloid Leukemia and High-Risk Myelodysplastic Syndrome , Sara Marie Tinsley

Theses/Dissertations from 2014 2014

Acculturation, Self-Efficacy and Breastfeeding Behavior in a Sample of Hispanic Women , Ivonne F. Hernandez

Knowledge and Acceptance of HPV and the HPV Vaccine in Young Men and Their Intention to be Vaccinated , Brenda Renee Jasper

The Relationships Between Sleep Disturbances, Depression, Inflammatory Markers, and Sexual Trauma in Female Veterans , Ellen Marcolongo

Examination of Possible Protective Effect of Rhesus D Positive Blood Factor on Toxoplasma-related Depressive Symptoms in Pregnancy , Lisa Lynn Parnell

Knowledge, Attitudes, and Practice of Primary Care Nurse Practitioners Regarding Skin Cancer Assessmnets: Validity and Reliability of a New Instrument , Debra Michelle Shelby

Theses/Dissertations from 2013 2013

Knowledge and Practice of Reproductive Health among Mothers and their Impact on Fetal Birth Outcomes: A Case of Eritrea , Winta Negusse Araya

Race/Ethnicity, Subjective and Objective Sleep Quality, Physical and Psychological Symptoms in Breast Cancer Survivors , Pinky H. Budhrani

Factors Predicting Pap Smear Adherence in HIV-infected Women: Using the Health Belief Model , Crystal L. Chapman Lambert

The Relationship Between Socioeconomic Status and Body Mass Index on Vitamin D Levels in African American Women with and without Diabetes Living in Areas with Abundant Sunshine , Shani Vann Davis

Predictors of Quality of Life in Patients with Cutaneous T cell Lymphoma , Darcie Marie Deaver

Relationship between dysphoric moods, risk-taking behaviors, and Toxoplasma gondii antibody titers in female veterans , Allyson Radford Duffy

Prenatal Stress, Depression, and Herpes Viral Titers , Pao-Chu Hsu

Factors Associated with Fear of Breast Cancer Recurrence Among Survivors , Jean Marie Lucas

Sickle Cell Disease: The Role of Self-Care Management , Nadine Matthie

Factors Influencing Vaccination Decisions in African American Mothers of Preschool Age Children , Chauntel Mckenzie Mcnair

The Strong Black Woman, Depression, and Emotional Eating , Michelle Renee Offutt

Development of an Investigator-designed Questionnaire Concerning Childbirth Delivery Options based on the Theory of Planned Behavior , Chun-Yi Tai

Theses/Dissertations from 2012 2012

The Mediating Effect of Distress Caused by Constipation on Predictors of Quality of Life of Hospice Patients with Cancer. , Abdel Alkhalouf

Testing a Model of Bacterial Vaginosis among Black Women , Jessica Brumley

The Effect of Tight Glycemic Control on Surgical Site Infection Rates in Patients Undergoing Open Heart Surgery , Sierra Gower

Development of a Tool for Pressure Ulcer Risk Assessment and Preventive Interventions in Ancillary Services Patients , Monica Shutts Messer

Hospice Nurses- Attitudes and Knowledge about Pain Management , Amie Jacqueline Miller

Theses/Dissertations from 2011 2011

Literacy and Hazard Communication Comprehension of Employees Presenting to an Occupational Health Clinic , Christine Bouchard

A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students , Ruth Wilmer Gallagher

Relationship Between Cancer-Related Fatigue and Depression: A Pilot Study , Gloria Michelle Guess

A Comparison of Oncology and Non-Oncology Nurses in Their Knowledge of Cancer Pain Management , Nicole Houle

Evaluating Knowledge and Attitudes of Graduate Nursing Students Regarding Pain , Eric Bartholomew Jackson

Bone Marrow Transplant Nurses' Attitudes about Caring for Patients Who are Near the End of Life: A Quality Improvement Project , Leslie Lauersdorf

Translation and Adaptation of the Center for Epidemiologic Studies-Depression (CES-D) Scale Into Tigrigna Language for Tigrigna Speaking Eritrean Immigrants in the United States , Mulubrhan Fisseha Mogos

Nurse Manager Emotional Intelligence as a Predictor to Registered Nurse Job Satisfaction and RN Perceptions of the Practice Environment and the Relationship to Patient, Nursing and Hospital Outcomes , Jacqueline Cecilia Munro

The Relationship of Mid-Pregnancy Levels of Cytokines, Stress, and Depression with Gestational Age at Delivery , Melissa Molinari Shelton

Prophylactic, Risk-Reducing Surgery in Unaffected BRCA-Positive Women: Quality Of Life, Sexual Functioning and Psychological Well-Being , Sharon Tollin

Theses/Dissertations from 2010 2010

The Relationship Between FAM5C SNP (rs10920501) Variability, Metabolic Syndrome, and Inflammation, in Women with Coronary Heart Disease , Jennifer L. Cline

Women’s Perceptions of Postpartum Stress: A Narrative Analysis , Nancy Gilbert Crist

Lived Experience: Near-Fatal Adolescent Suicide Attempt , Phyllis Ann Dougherty

Exploring the Relationships among Work-Related Stress, Quality of Life, Job Satisfaction, and Anticipated Turnover on Nursing Units with Clinical Nurse Leaders , Mary Kohler

A Comparative Study of Knowledge of Pain Management in Certified and Non-Certified Oncology Nurses , Sherrie A. LaLande

Evaluating Knowledge and Attitudes of Undergraduate Nursing Students Regarding Pain Management , Jessica Latchman

Evaluation of Oncology Nurses' Knowledge, Practice Behaviors, and Confidence Specific to Chemotherapy Induced Peripheral Neuropathy , Rebecca Denise McAllister

Moderating the Effectiveness of Messages to Promote Physical Activity in Type 2 Diabetes , Rachel E. Myers

Factors Affecting the Process of Clinical Decision-Making in Pediatric Pain Management by Emergency Department Nurses , Teresa A. Russo

The Correlation Between Neuropathy Limitations and Depression in Chemotherapy Patients , Melissa Thebeau

Theses/Dissertations from 2009 2009

Fatigue Symptom Distress and Its Relationship with Quality Of Life in Adult Stem Cell Transplant Survivors , Suzan Fouad Abduljawad R.N., B.S.N.

Nursing Advocacy and the Accuracy of Intravenous to Oral Opioid Conversion at Discharge in the Cancer Patient , Maria L. Gallo R.N., O.C.N.

Transitional Care for Adolescents with HIV: Characteristics and Current Practices of the Adolescent Trials Network Systems of Care , Patricia Gilliam

The Effect of Ethical Ideology and Professional Values on Registered Nurses’ Intentions to Act Accountably , Susan R. Hartranft

Falls in Bone Marrow Transplant Patients: A Retrospective Study , Lura Henderson R.N., B.S.N.

Predictors of cancer caregiver depression symptomatology , Henry R. Rivera

Psychosocial outcomes of weight stigma among college students , Sabrina Joann Robinson

The Experience of Fatigue and Quality of Life in Patients with Advanced Lung Cancer , Andrea Shaffer

The Relationship Between Uncertainty in Illness and Anxiety in Patients With Cancer , Naima Vera

Shifting Paradigms: The Development of Nursing Identity in Foreign-Educated Physicians Retrained as Nurses Practicing in the United States , Liwliwa Reyes Villagomeza

Theses/Dissertations from 2008 2008

Prostate Cancer Screening Intention Among African American Men: An Instrument Development Study , Susan Anita Baker

The Geriatric Cancer Experience in End of Life: Model Adaptation and Testing , Harleah G. Buck

Communication Systems and HIV/AIDS Sexual Decision Making in Older Adolescent and Young Adult Females , Rasheeta D. Chandler MS, ARNP, FNP-BC

Relationship of Anger Trait and Anger Expression to C-Reactive Protein in Post-Menopausal Women , Rosalyn Gross

Identifying Patients with Cancer at Risk of Experiencing a Fall While Hospitalized , Joann M. Heaton

Modulation of Monocyte-Derived Dendritic Cell Maturation and Function by Cigarette Smoke Condensate in a Bronchial Epithelial Cell Co-Culture Model , Alison J. Montpetit

Cancer Patients with Pain: Examination of the Role of the Spouse/Partner Relationship In Mediating Quality of Life Outcomes for the Couple , Mary Ann Morgan

Development of an Ecological Model to Predict Risk for Acquisition of Clostridium difficile -Associated Diarrhea During Acute Care Hospitalization , Susan Elaine Steele

Development and Psychometric Evaluation of the Chemotherapy Induced Peripheral Neuropathy Assessment Tool , Cindy S. Tofthagen

Health Decision Behaviors: Appropriateness of Dietary Choice , Daryle Hermelin Wane

Theses/Dissertations from 2007 2007

The Relationship Between Sleep-Wake Disturbance and Pain in Cancer Patients Admitted to Hospice Home Care , Marjorie Acierno

Wheelchair Positioning and Pulmonary Function in Children with Cerebral Palsy , Lee Barks

Structural Equation Model of Exercise in Women Utilizing the Theory of Unpleasant Symptoms and Social Cognitive Variables , Sarah Elizabeth Cobb

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How to Write Nursing Thesis Statements

How to write nursing thesis statements – basics of thesis statements.

Do you know How to Write Nursing Thesis Statements? The thesis statement is the brief articulation of your paper’s central argument and purpose. You might hear it referred to as simply a “thesis.” Every scholarly paper should have a thesis statement, and strong thesis statements are concise, specific, and arguable . Concise means the thesis is short: perhaps one or two sentences for a shorter paper. Specific means the thesis deals with a narrow and focused topic, appropriate to the paper’s length. Arguable means that a scholar in your field could disagree (or perhaps already has!).

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Strong thesis statements address specific intellectual questions, have clear positions, and use a structure that reflects the overall structure of the paper. Read on to learn more about constructing a strong thesis statement.

How to Write Nursing Thesis Statements – Being Specific

This thesis statement has no specific argument:

Needs Improvement: In this essay, I will examine two scholarly articles to find similarities and differences.

This statement is concise , but it is neither specific nor arguable —a reader might wonder, “Which scholarly articles? What is the topic of this paper? What field is the author writing in?” Additionally, the purpose of the paper—to “examine…to find similarities and differences” is not of a scholarly level. Identifying similarities and differences is a good first step, but strong academic argument goes further, analyzing what those similarities and differences might mean or imply.  How to Write Nursing Thesis Statements.

Better: In this essay, I will argue that Bowler’s (2003) autocratic management style, when coupled with Smith’s (2007) theory of social cognition, can reduce the expenses associated with employee turnover.

The new revision here is still concise, as well as specific and arguable.  We can see that it is specific because the writer is mentioning (a) concrete ideas and (b) exact authors.  We can also gather the field (business) and the topic (management and employee turnover). The statement is arguable because the student goes beyond merely comparing; he or she draws conclusions from that comparison (“can reduce the expenses associated with employee turnover”). How to Write Nursing Thesis Statements.

Making a Unique Argument

This thesis draft repeats the language of the writing prompt without making a unique argument:

Needs Improvement: The purpose of this essay is to monitor, assess, and evaluate an educational program for its strengths and weaknesses. Then, I will provide suggestions for improvement.

You can see here that the student has simply stated the paper’s assignment, without articulating specifically how he or she will address it. The student can correct this error simply by phrasing the thesis statement as a specific answer to the assignment prompt.

Better: Through a series of student interviews, I found that Kennedy High School’s antibullying program was ineffective. In order to address issues of conflict between students, I argue that Kennedy High School should embrace policies outlined by the California Department of Education (2010).

Words like “ineffective” and “argue” show here that the student has clearly thought through the assignment and analyzed the material; he or she is putting forth a specific and debatable position. The concrete information (“student interviews,” “antibullying”) further prepares the reader for the body of the paper and demonstrates how the student has addressed the assignment prompt without just restating that language.

How to Write Nursing Thesis Statements – Creating a Debate

This thesis statement includes only obvious fact or plot summary instead of argument:

Needs Improvement: Leadership is an important quality in nurse educators.

A good strategy to determine if your thesis statement is too broad (and therefore, not arguable ) is to ask yourself, “Would a scholar in my field disagree with this point?” Here, we can see easily that no scholar is likely to argue that leadership is an unimportant quality in nurse educators.  The student needs to come up with a more arguable claim, and probably a narrower one; remember that a short paper needs a more focused topic than a dissertation.

Better: Roderick’s (2009) theory of participatory leadership  is particularly appropriate to nurse educators working within the emergency medicine field, where students benefit most from collegial and kinesthetic learning. How to Write Nursing Thesis Statements.

Here, the student has identified a particular type of leadership (“participatory leadership”), narrowing the topic, and has made an arguable claim (this type of leadership is “appropriate” to a specific type of nurse educator). Conceivably, a scholar in the nursing field might disagree with this approach. The student’s paper can now proceed, providing specific pieces of evidence to support the arguable central claim.

Choosing the Right Words

This thesis statement uses large or scholarly-sounding words that have no real substance:

Needs Improvement: Scholars should work to seize metacognitive outcomes by harnessing discipline-based networks to empower collaborative infrastructures.

There are many words in this sentence that may be buzzwords in the student’s field or key terms taken from other texts, but together they do not communicate a clear, specific meaning. Sometimes students think scholarly writing means constructing complex sentences using special language, but actually it’s usually a stronger choice to write clear, simple sentences. When in doubt, remember that your ideas should be complex, not your sentence structure.

Better: Ecologists should work to educate the U.S. public on conservation methods by making use of local and national green organizations to create a widespread communication plan. How to Write Nursing Thesis Statements.

Notice in the revision that the field is now clear (ecology), and the language has been made much more field-specific (“conservation methods,” “green organizations”), so the reader is able to see concretely the ideas the student is communicating.

Leaving Room for Discussion

This thesis statement is not capable of development or advancement in the paper:

Needs Improvement: There are always alternatives to illegal drug use.

This sample thesis statement makes a claim, but it is not a claim that will sustain extended discussion. This claim is the type of claim that might be appropriate for the conclusion of a paper, but in the beginning of the paper, the student is left with nowhere to go. What further points can be made? If there are “always alternatives” to the problem the student is identifying, then why bother developing a paper around that claim? Ideally, a thesis statement should be complex enough to explore over the length of the entire paper. How to Write Nursing Thesis Statements.

Better: The most effective treatment plan for methamphetamine addiction may be a combination of pharmacological and cognitive therapy, as argued by Baker (2008), Smith (2009), and Xavier (2011).

In the revised thesis, you can see the student make a specific, debatable claim that has the potential to generate several pages’ worth of discussion. When drafting a thesis statement, think about the questions your thesis statement will generate: What follow-up inquiries might a reader have? In the first example, there are almost no additional questions implied, but the revised example allows for a good deal more exploration.

Extra Tips on How to Write Nursing Thesis Statements

Thesis mad libs.

If you are having trouble getting started, try using the models below to generate a rough model of a thesis statement! These models are intended for drafting purposes only and should not appear in your final work.

• In this essay, I argue ____, using ______ to assert _____.
• While scholars have often argued ______, I argue______, because_______.
• Through an analysis of ______, I argue ______, which is important because_______.

Words to Avoid and to Embrace

When drafting your thesis statement, avoid words like explore, investigate, learn, compile, summarize , and explain to describe the main purpose of your paper. These words imply a paper that summarizes or “reports,” rather than synthesizing and analyzing.

Instead of the terms above, try words like argue, critique, question , and interrogate . These more analytical words may help you begin strongly, by articulating a specific, critical, scholarly position. How to Write Nursing Thesis Statements.

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Best Nursing Research Topics for Students

What is a nursing research paper.

• What They Include
• Choosing a Topic
• Best Nursing Research Topics
• Research Paper Writing Tips

Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.

If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.  

Continue reading to make your paper-writing jitters a thing of the past.

A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.

During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.

BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.

Writing papers during your academic program improves and develops many skills, including the ability to:

• Select nursing topics for research
• Conduct effective research
• Analyze published academic literature
• Format and cite sources
• Synthesize data
• Organize and articulate findings

About Nursing Research Papers

When do nursing students write research papers.

You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.

That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.

Do Nursing Students Conduct Original Research?

Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.

However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.

Example Research Project Scenario:

In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing. 

You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.

What Does a Nursing Research Paper Include?

Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:

Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.

Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.

Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.

The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!

How to Choose a Nursing Research Topic

The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.

Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.

Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.

The Best Research Topics for Nursing Students

You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.

1. Clinical Nursing Research Topics

• Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties.
• Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings.
• Explore the effectiveness of pain management protocols in pediatric patients.

2. Community Health Nursing Research Topics

• Assess the impact of nurse-led diabetes education in Type II Diabetics.
• Analyze the relationship between socioeconomic status and access to healthcare services.

3. Nurse Education Research Topics

• Review the effectiveness of simulation-based learning to improve nursing students' clinical skills.
• Identify methods that best prepare pre-licensure students for clinical practice.
• Investigate factors that influence nurses to pursue advanced degrees.
• Evaluate education methods that enhance cultural competence among nurses.
• Describe the role of mindfulness interventions in reducing stress and burnout among nurses.

4. Mental Health Nursing Research Topics

• Explore patient outcomes related to nurse staffing levels in acute behavioral health settings.
• Assess the effectiveness of mental health education among emergency room nurses .
• Explore de-escalation techniques that result in improved patient outcomes.
• Review the effectiveness of therapeutic communication in improving patient outcomes.

5. Pediatric Nursing Research Topics

• Assess the impact of parental involvement in pediatric asthma treatment adherence.
• Explore challenges related to chronic illness management in pediatric patients.
• Review the role of play therapy and other therapeutic interventions that alleviate anxiety among hospitalized children.

6. The Nursing Profession Research Topics

• Analyze the effects of short staffing on nurse burnout .
• Evaluate factors that facilitate resiliency among nursing professionals.
• Examine predictors of nurse dissatisfaction and burnout.
• Posit how nursing theories influence modern nursing practice.

Tips for Writing a Nursing Research Paper

The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:

Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.

Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.

Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.

Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process. 

Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.

Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.

Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.

Helpful Nursing Research Writing Resources:

Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.

Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.

Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.

Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.

Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.

Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.

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How to Write an Essay about Why You Want to Become a Nurse

If you’re eager to write an essay about why you want to become a nurse, then you’ve arrived at the right tutorial!

An essay about why you want to enter the nursing profession can help to communicate your passion, commitment, and the values that led you to choose this career. In this tutorial, I’ll show you how to write such an essay in five easy steps. We’ll also build a sample essay so you can visualize how to implement these steps.

Ready to get started?

Step 1. Plan the word count for your essay’s paragraphs.

The first step to effective essay writing is planning the word count for each of your paragraphs. It’s a simple way to ensure balance in your essay and make your writing process smoother.

Every essay should have the following sections:

• The introductory paragraph
• Three body paragraphs
• The concluding paragraph

So, if you want a 300-word essay, you can distribute the 300 words across five paragraphs this way:

That’s all you need for your essay — five nice paragraphs.

Step 2. Formulate your central idea and supporting points.

This step involves deciding on the central idea that will guide your essay. This involves reflecting on why you want to become a nurse. What has led you to this decision?

For instance, are you compassionate and patient? Do you find joy in helping others? Are you inspired by a close relative who is a nurse? Do you have a desire to work in healthcare?

Whatever the reasons, these will serve as your thesis statement or your essay’s main idea.

Let’s take this as our main idea for our example essay: “My desire to become a nurse is driven by my innate compassion, a significant personal experience, and a desire to contribute to healthcare.”

Next, using the Power of Three, we can divide this main idea into three supporting points.

The Power of Three is a structure that can help you frame your body paragraphs effectively.

Here’s how it works for our sample essay. We’ll use three reasons for someone’s desire to become a nurse:

• Compassion is at the core of my personality.
• A personal experience influenced my decision to become a nurse.
• A desire to contribute to healthcare.

Now we have our foundation for writing our essay. Let’s move to the next step!

Step 3. Write the introductory paragraph.

To write an introductory paragraph , follow this diagram:

Your introduction should contain an opening sentence to set the context of your essay. Next, include your thesis statement and your three supporting points.

Here’s an example:

Introductory Paragraph

“The nursing profession is one that requires compassion, resilience, and a dedication to the service of others. My aspiration to become a nurse is fueled by my natural compassion, a pivotal personal experience, and a deep-rooted desire to contribute to healthcare. My compassion enables me to care for patients empathetically, my personal experience has provided me a profound understanding of patient needs, and my desire to contribute to healthcare constantly motivates me to pursue this path.”

Notice that the introductory paragraph transitions from general to specific, starting with an introduction, followed by the thesis and three supporting points.

Step 4. Write the body paragraphs.

Our essay will contain three body paragraphs, discussing our supporting points.

Each body paragraph begins with a topic sentence summarizing the main point of the paragraph, followed by a detailed explanation and examples. Let’s write our body paragraphs.

Paragraph 1

“Compassion is at the core of my personality, driving my aspiration to become a nurse. It allows me to form connections with patients, understanding their needs and providing empathetic care. I have always found satisfaction in helping others, which I believe will aid in providing quality nursing care to my patients.”

Note that the topic sentence gives the context for the entire paragraph. The subsequent sentences explain the supporting point, and the rest provides an illustration.

Paragraph 2

“A personal experience profoundly influenced my decision to become a nurse. A close family member was hospitalized for a long period, and I observed the exceptional care provided by the nurses, which brought comfort not just to the patient, but to our entire family. This experience demonstrated the positive impact nurses can have on patients and their families, inspiring me to join this noble profession.”

Paragraph 3

“My desire to contribute to healthcare is another driving factor behind my aspiration to become a nurse. The healthcare field is constantly evolving, and I yearn to be a part of the progress, enhancing patient care and healthcare delivery. I want to utilize my skills and knowledge to improve the health outcomes of my patients, contributing to the larger healthcare framework.”

Each body paragraph follows the structure mentioned above, starting with the topic sentence, followed by an explanation and an example.

Excellent! Now, let’s move on to the final step.

Step 5. Write the concluding paragraph.

The easiest way to write a concluding paragraph is to paraphrase the points you’ve already mentioned in the introductory paragraph. Don’t just copy it! Instead, look at your introductory paragraph and write the conclusion based on it.

Here’s how to do this for our sample essay:

“The nursing profession demands compassion, resilience, and a commitment to improving healthcare. My aspiration to become a nurse stems from my innate compassion, a life-changing personal experience, and a strong desire to contribute to healthcare. My compassion forms the basis for providing empathetic care, my personal experience highlights the crucial role nurses play, and my commitment to healthcare propels me to continuously strive for better patient care.”

By paraphrasing the points made in the introductory paragraph, writing the concluding paragraph becomes a straightforward task.

And that’s it! I hope you find this tutorial useful and feel more prepared to write your essay about why you want to become a nurse.

Tutor Phil is an e-learning professional who helps adult learners finish their degrees by teaching them academic writing skills.

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Experience of nurses regarding the clinical mentoring of student nurses in resource-limited settings

Dhunraj foolchand.

1 Department of Health Studies, Faculty of Human Sciences, University of South Africa, Pretoria, South Africa

Jeanette E. Maritz

Associated data.

Data are available for sharing.

One of the major challenges associated with nursing education in this 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure their fitness to practise in these environments. Clinical mentoring has shown promise in providing clinical learning support for student nurses. Most approaches are, however, biased towards higher-income settings without giving due consideration to the resources, culture and structures of health systems in resource-limited settings. It is also unclear how qualified nurses who act as nurse teachers experience the clinical mentoring of student nurses in resource-limited settings.

This study aimed to explore and describe the experiences of qualified nurses regarding the clinical mentoring of nursing students in resource-limited settings.

The study took place in Mauritius, a developing country.

A qualitative, exploratory, descriptive approach was used with a purposive sample of eight nurses. Data were collected through face-to-face interviews and thematically analysed.

The findings indicated that mentoring per se was not practised, but rather general support, supervision or coaching. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the nursing school concludes the picture.

Effective clinical mentoring requires an understanding of the mentoring process from a broader perspective. Mentors should be equipped with core competencies. Successful mentoring outcomes are dependent on a conducive clinical learning environment and a clear mentoring approach.

Introduction

One of the major challenges associated with nursing education in the 21st century is the practice preparation of student nurses to serve in complex healthcare environments and to ensure that they are fit to practise in these environments (Mannino & Cotter 2016 :1). The challenges are amplified in developing countries (also known as low- and middle-income countries) as these environments face a crisis in human resources, inadequate training of healthcare workers, lack of formal and developmental opportunities for the health workforce, a maldistribution of staff favouring urban areas, a skill-mix imbalance and high patient ratios (Schwerdtle, Morphet & Hall 2017 :76). The above-mentioned aspects hamper developing countries’ abilities to reach the targets outlined by the Sustainable Development Goals (United Nations Department of Economic and Social Affairs 2018 ). Despite major transformation in the nursing profession over the last two decades (Caputi 2017 :1), nursing education and training have not kept abreast of those rapid changes, particularly in poorly resourced developing countries (Bvumbwe & Mtshali 2018 :1).

Mentoring has become an innovative tool to address learning and support for nursing students and nurses alike (Matin 2017 :1; Sambunjak 2015 :47). Matin ( 2017 :1) broadly defines mentoring as the guiding, counselling, teaching and sharing of experiences to a mentee. Mentoring also implies a relationship between a more experienced person (mentor) and a younger person (mentee) (McMahon 2016 :2). Clinical mentoring ensures that students are equipped with clinical practice skills that aim to address the theory–practice gap (Arnesson & Albinsson 2017 :202).

The term ‘mentoring’ is multifaceted and can therefore easily be linked to assessing, supervising, preceptoring and coaching . All these elements should be present in a mentoring relationship (Peake & Kelly 2016 :19). Although these terms are interchangeably used, they have different meanings as is briefly described below.

Assessing is a critical element of mentoring, which involves the assessment of students in clinical practice by specially trained mentors (Douglas et al. 2016 :34; RCN 2017 ). Supervising in the form of clinical supervision is a formal process, which involves the guidance and monitoring of trainee practice nurses to promote their independence (Moxham & Gagan 2015 :36). Similarly, preceptoring is a teaching and learning process that facilitates preceptees or newly qualified registrants to achieve new knowledge, skills and attitudes with support from experienced preceptors in clinical practice (Miller, Vivona & Roth 2016 :2015). Finally, coaching is a form of learning support that attempts to empower the trainee to adapt to professional changes (Walker-Reed 2016 :43).

The effectiveness of mentoring still raises concerns in both developed and developing countries (RCN 2015 ; Schwerdtle, Morphet & Hall 2017 :78). For instance, the Nursing and Midwifery Council (NMC) of the United Kingdom has recently announced significant changes to education standards in replacement of the traditional mentorship model (Duffy & Gillies 2018 :18). Clinical mentoring is not a common practice in resource-limited developing countries; if it is practised, it is often informal, infrequent and largely unsupported (Lescano et al. 2019 :3). Existing approaches are generally geared towards high-income settings without considering the difference in resources, culture and health structures of resource-limited settings.

Factors influencing clinical mentoring in nursing

Many studies (Al-Hamdan et al. 2014 :248–256; Anarado, Agwu & Nwuno 2016 :1–20; De Abreu and Interpeler 2015 :42–46) have focussed on the factors influencing mentoring in nursing. Al-Hamdam et al. ( 2014 :249) reported that students identified the relevant knowledge and skills of mentors as being the most important qualities. The authors also emphasised that mentors’ clinical teaching expertise is vital for quality mentoring of students during their practice placement. De Abreu and Interpeller ( 2015 :45) also found that students’ concerns are related to three areas of mentoring, namely the mentor’s qualities and ability to facilitate learning, the mentoring relationship and decision-making in complex situations, as well as support and positive feedback. Likewise, Rylance et al. ( 2017 :407) noted that assessing and supporting students in achieving their goals and developing competencies are key factors that need to be considered during the mentorship.

The mentor’s engagement in the mentoring process is critical. In a systematic review of qualitative studies, Peake and Kelly ( 2016 :18) reported that mentors should facilitate the professional integration of students within their clinical placements, provide the right experience and instil professional attitudes. Setati and Nkosi ( 2017 :136) found that responsive feedback from trained mentors, adequate resources and mutual responsibility contribute to promoting effective mentoring and reducing the theory–practice gap. Clinical settings should meet the requirements for the practice placement of students and mentors should perform according to professional standards, and share their knowledge and experiences to facilitate the integration of theory into practice. Mentors’ roles appear multifaceted, and their personal qualities and characters are the hallmark of mentoring (Sabog, Caranto & David 2015 :5).

Nursing training in Mauritius

Mauritius was a British colony until 1968 and is now an autonomous republic. The training of nurses in the local context has thus been based on the British apprenticeship model. In 2000, the UK phased out the apprenticeship model of training for nurses (NMC 2008 ), yet student nurses currently still receive ‘on the job’ practical training although they form part of the remunerated workforce. Until 2013, nurses were trained and awarded a Certificate in General Nursing, but thereafter the training moved to a Diploma in General Nursing (DGN).

Training is facilitated by the Central School of Nursing (CSN). The institution, dating to 1958, is under the control of the Ministry of Health and Quality of Life (MOH & QOL). It does not have the status of a college and is affiliated neither to a higher education institution nor to a university. Students undergo practical training in regional hospitals as planned and coordinated by the CSN. The shift from the certificate to DGN was inevitable as it was an old curriculum that has not been reviewed during the past three decades. Furthermore, the old curriculum was no longer responding to the emerging needs of the profession regarding training and education. Consequently, the content was updated and revamped to keep it current with global ongoing changes affecting the nursing profession. During the 3-year DGN training period, students spend 50% of their time on the theoretical and the other 50% on the practical component in clinical settings. The Nursing Council of Mauritius requires that all teaching hospitals be equipped to meet the needs for clinical training with specific reference to ‘mentors with specialised qualifications’ (Nursing Council of Mauritius 2010 :6).

Despite having moved to DGN, the approach of supporting students through mentoring in the clinical setting has remained the same. Qualified and experienced nurses carry out the clinical mentoring of students during their practice placement as part of their professional duties. This involves guiding and supervising students whilst they are performing nursing procedures, but without much emphasis on teaching and assessing of theoretical knowledge. The clinical mentoring of students is, therefore, service-led rather than educationally driven. Although the nurses in training hospitals are qualified (as nurses), they are not trained as educators or mentors. Given the above, it is unclear how these qualified nurses experience the clinical mentoring of student nurses in a resource-limited setting.

Research methods and design

A qualitative, exploratory, descriptive research approach was used in this study, as it attempted to explore and describe the ideas, thoughts and experiences of qualified nurses whilst mentoring student nurses in the clinical environment with constrained resources (Grove, Gray & Burns 2015 :165). This is also referred to as being interpretive because an attempt is made to give meaning to concepts expressed by the qualified nurses (Durand & Tracey 2014 :44).

Research setting

The study took place in Mauritius, an island situated in the south-west of Africa, East of Madagascar in the Indian Ocean. There are five public regional hospitals across the island and other speciality hospitals through which free health service is provided to the public. Some medi-clinics and community health centres also form part of the primary healthcare system. There are two private hospitals and five private clinics. The training of nurses is undertaken by the CSN, which is under the aegis of the MOH and QOL. There is also a private institution that provides training for nurses.

Population and sample

The research population included qualified nurses working within the five public regional hospitals across the island. According to the register of the CSN, the population for all qualified nurses was N = 996. A purposive sample (Gentles et al. 2015 :1778) was preferred. The participants were handpicked by the researcher because of their knowledge and experience of clinical mentoring nursing students (Denscombe 2014 :50). To be included in the study, qualified nurses needed to have completed their top-up diploma programme meaning they have improved their qualifications from a certificate in nursing to a diploma in nursing studies.

The final sample consisted of eight nurses of which five were male and three, female. A greater number of wards and other units in the regional hospitals are male wards. However, the staffing ratio regarding male nurses to female nurses is almost 1:1 (MOH & QL 2016 ). Of the eight participants, all were graduates, with five of them holding the top-up DGN, and three were degree holders in nursing. Most of the participants had been in the service for more than 25 years and were posted in general wards such as medical, surgical, gynaecology and orthopaedic. Three were working in speciality units such as intensive care units (ICUs) and operating theatres ( Table 1 ).

Participant profile and codes.

ICU, intensive care unit.

Ethical considerations

Ethical clearance for this study was obtained from the Research Ethics Committee, Department of Health Studies of the University South Africa (HSHDC/539/2016) and the National Research and Ethics Committee of the MOH and QOL (dated 27/03/2017). Participants were provided with a consent or information sheet that explained the full nature of the study. They were also informed that they had the right to withdraw from the study at any point without penalty and that confidentiality and anonymity will be maintained. Those who accepted the terms were then requested to sign the consent or information form.

Data collection

Data were collected by the first author (DF) by using face-to-face interviews (Grove et al. 2015 :83), which were conducted between April and August 2017 in the ward manager’s office. The interviews consisted of one grand tour question namely ‘tell me about your experience of mentoring nursing students in the clinical settings’. Every question was followed up with probes, summaries, clarifications and reflection on the content. With permission from participants, the interviews were audio-recorded and lasted for 25–30 min. A pilot interview was conducted with two participants. The question was found to be clear and understandable. The interviews were added to the final analysis. A total of eight interviews were completed with data saturation perceivably occurring after interview six. Two additional interviews were conducted to confirm the themes and depth of information. Each participant received a code (e.g. PA-001) to preserve their anonymity.

Data analysis

Data were analysed by using a thematic analysis approach. Interviews were transcribed verbatim by DF. The study involved the identification, reporting and analysis of patterns or themes within the data according to the six steps of familiarising with data (1), generating initials codes (2), searching for themes (3), refinement of themes (4), defining and naming of themes (5) and producing the report (6) , as advocated by Braun and Clarke ( 2006 :83). The second author (JM) received a clean set of transcribed data and independently coded the above. The two authors held a consensus discussion and they agreed on the final themes.

Measures of trustworthiness

The trustworthiness of this study was based on the four key criteria, namely credibility, dependability, confirmability and transferability (Creswell & Creswell 2018 :266). Credibility was maintained through prolonged engagement; the researcher spent 6 months in the field. Data were analysed independently by both authors and a peer review was conducted by presenting the findings to three senior members of staff who were not interviewed. Dependability was ensured through the detailed description of the methods. Confirmability was established during ongoing analysis through member checking after confirming with participants the correctness of their responses. Transferability was facilitated by providing in-depth details of all methodological processes.

Findings and discussions

Table 1 shows an overview of the participant codes, gender, posting, qualification and years of experience.

The findings showed that mentoring per se was not practised in this setting. This resulted in the practice being less effective for its original purpose. Possible explanations included a lack of policy directives. Additionally, the mentoring practice was informal with unclear role expectations. Poor material and personal resources further compounded the challenges. An evident absence of buy-in and involvement of management along with a lack of monitoring clinical mentoring by the CSN concludes the picture.

Participants provided several prerequisites needed for clinical mentoring to be successful. As shown in Table 2 , this included the need for policy directives for all stakeholders, collaboration between stakeholders, training of mentors, clinical setting requirements and role clarifications.

Summary of main themes.

CSN, Central School of Nursing.

Mentoring per se was not practised, resulting in the current practice being less effective for (its) purpose

Participants expressed that the current mentoring system did not reflect formal mentoring according to a set definition, but could rather be defined as general support, supervision or coaching. The support seemed to have remained static despite the changes implemented in nursing training since 2013:

‘I do not think mentoring of students is done in this way if someone looks at the definition of a mentor, according to me qualified nurses in the local context cannot be considered as mentors’. (PD-004) ‘[ B ]ut as a qualified nurse, I have to support students when they are posted in the wards.… The support which I give to students is something that has been routinely practiced by other nurses … nothing has changed’. (PF 006) ‘[ A ]nd all through their placement they are guided, supervised and coached by experienced nurses’. (PH-008)

Among the key factors that contributed to the current form of support are those related to the lack of specific policy directives in the wards:

‘But I must say there has never been a clear policy in the wards how to support students who are on placements’. (PD-004)

The approach to support is also informal and there seems to be a disjuncture with what is taught in the nursing school. This is exasperated by the lack of formal training of the nurses in (nursing) education and unclear role expectations. Some nurses felt that their role as mentors were un- or under-recognised:

‘I think this cannot be compared to what is taught at school … as it is very informal. I must also say that as a qualified nurse I am not trained in teaching’. (PH-008) ‘Once again the role of the mentor in the local context is not clear as it is not a post in the local context’. (PC-003) ‘[ A ]s a nurse, I wish I could bring my contribution about what a mentor does, but unfortunately, I will never be recognised as a mentor’. (PA-001)

There are typical constraints as in a resource-poor setting, such as staff shortages, a lack of equipment, overcrowded wards and poor collaboration amongst staff:

‘… many constraints like frequent staff shortage, lack of equipment … overcrowded wards and poor collaboration among staff’. (PB-002)

Not only was there a lack of physical resources, but the nurses seemed to be depleted in terms of their personal resources to support students because of the primary focus being on patient care:

‘I must say that it is difficult for me to give the maximum of myself to support student learning … firstly to provide care as a nurse to patients and secondly to guide and coach students’. (PD-004)

The situation was further exasperated by a lack of buy-in or attention from management:

‘I have noted that mentoring is given less importance because it appears that management does not care about how students’ placement is going’. (PE-005) ‘…I think the management also does not give due attention to mentoring in the ward’. (PG-007)

The lack of monitoring students by the CSN was also viewed as a major shortcoming:

‘[ W ]hat the students do during their placement is not monitored by the school of nursing’. (PB-002) ‘[ A ]nd neither there is monitoring from school regarding the theory–practice gap’. (PH-008)

Recommendations for clinical mentoring

Participants provided some suggestions on how the current clinical mentoring practice may be improved. They were resolute that clear protocols needed to be in place between the relevant stakeholders, namely the CSN, management and the regulatory body. This included the fulfilment of needs conducive to a learning environment. In addition to the protocols, a need for monitoring was suggested:

‘[ T ]here must be an agreed protocol between the school, the management and the regulatory body’. (PD-004) ‘To me there must be a clear protocol what a learning environment needs, and this must be monitored to keep its standards’. (PD-005)

Participants felt that collaboration among key stakeholders was important to sustain an effective clinical mentoring system:

‘I believe it will be important to have the collaboration of the training institution, the nursing trade unions and the regulatory body to decide on a mentoring system which is adaptable to our context’. (P-007)

The need to train mentors was raised by nearly all participants. They also mentioned some fundamental qualities such as communication skills, teaching and assessment and management or leadership skills:

‘In fact, those who are involved in mentoring should have special training in mentoring and hold a relevant qualification.… One of the fundamental qualities of the mentor is teaching with good communication skills’. (PA-001) ‘I think the central focus must be on teaching, assessing and understanding the content of curriculum … be clinically skilful … teaching skills will matter a lot’. (PD-004) ‘[ T ]hey should have leadership and managerial skills to solve students’ problems’. (PB-002)

The clinical setting was recognised as an essential element that shapes the professional growth of both students and staff:

‘It is the clinical setting which provides opportunities for both students and staff to learn and grow professionally’. (PD-004)

Clinical settings that are poorly equipped are likely to impact on both patients’ care and students’ learning. One participant notably concluded that:

‘[ M ]entors should be allocated enough time to support students … I also think that there must be sufficient equipment, adequate staffing and other learning resources’. (PF-006)

Concerns were raised by participants regarding a pertinent point common to both students and mentors, namely the mentor–student ratio:

‘[ I ]t is also important to decide on the number of students a mentor can take under his responsibility … that is the mentor–student ratio’. (PG-007) ‘[ I ]t must be clear how many students a ward can accommodate, and the student–mentor ratio must be decided so that proper attention can be given to all the students’. (PD-004)

The findings confirm that the lack of a universal description of what clinical mentoring is (Matin 2017 :1) results in clinical mentoring being perceived and practised differently across settings (Brand 2016 :2). Unclear expectations are exasperated by the lack of policy or protocol directives regarding mentoring in the local context, leading to uncoordinated efforts and support from stakeholders. Standards regarding the practice of clinical mentoring can only be maintained if it is regulated (Rajeswaran 2016 :1).

The absence of a clear protocol regarding the ratio of mentors to students indicates that the mentor must support students in the ward irrespective of the numbers. This poses a problem, particularly when one mentor must manage and give individual attention to the students. Although the NMC ( 2008 ) advocates a ratio of 1:1, it is now considering reviewing this model of mentoring with less focus on the ratio 1:1 (RCN 2015 ). The ratio is likely to be influenced by the ward capacity as well as the number of mentors and students posted in the clinical learning environment. In other words, it will be contextually dependant on available resources. In other European countries (such as Belgium, Cyprus, Finland, Ireland, Italy, the Netherlands, Spain, Sweden and the United Kingdom), mentors are exclusively posted in wards to support students, and the ratio is usually 1:5 (Papastavrou et al. 2016 :45).

As the mentoring activities were performed informally, it could be perceived as being unofficial. Oluchina and Amayi ( 2016 :179) found that most mentees preferred formal mentoring to informal mentoring, as formal mentoring motivated students to learn and promoted confidence, contrary to informal mentoring. However, the authors also pointed out that informal mentoring has its merits when the students show eagerness to learn and progress.

The training of students is not solely dependent on the mentors in clinical settings, but more importantly, supervision and coordination from the training institution are important for an effective training system. Suitable coordination between training institutions and practice settings is likely a key measure that gives direction to mentoring (RCN 2015 ). Mwale and Kalawa ( 2016 :1) suggest that the bridging of the theory–practice gap in clinical placements could equally be best addressed through collaboration between the mentor and the educators. Muthati, Thurling and Armstrong ( 2017 :1), for example, recommend that there should always be resource persons from the training institution to monitor and supervise the quality of the students’ clinical placement.

It is important to consider those factors that lead to frustration among mentors, which can negatively impact the quality of mentoring (Rylance et al. 2017 :408). This commonly includes a lack of resources, work pressure and poor collaboration. Moreover, career progression, structural changes of workload and the training needs of mentors are just as important in sustaining a successful mentoring system (Peiser et al. 2018 :2).

Trained mentors are pivotal to any mentoring system, as Douglas et al. ( 2016 :37) put it. The authors reported that mentors require support in terms of training and partnership with the training institution to better meet the needs of the students. The training of mentors has also been found to have a positive impact on students, nurses and the organisation if there is a rigorous selection among nurses and adequate training (Zhang et al. 2014 :136). Teaching and assessing in CLE have been identified as core skills among mentors (De Abreu & Interpeller 2015 :45), whereas mentorship programmes require a multitude of teaching strategies, frequent updates and long-term development (Chen & Lou 2014 :442).

Although the literature on mentoring does not mention leadership as a quality, it would seem instrumental for the profile of the mentor, owing to their broad responsibilities. The statements on leadership correspond with the findings of Papastavrou et al. ( 2016 :45), which also reported that the leadership style of key stakeholders is an influential factor in mentoring. This view is also upheld by the RCN ( 2015 ) in its report, which highlighted that strong leadership is required for mentorship to face current challenges at all levels. The implementation of a training programme for mentorship can however be challenging owing to certain factors, such as lack of organisational support, the absence of a learning culture and unavailability of trainers, as reported by Nowell et al. ( 2017 :1).

Strengths and limitations

The mentoring system in the local context of Mauritius has remained static for decades. This study provided an updated review of the phenomenon of clinical mentoring in a resource-limited setting. Although the study was conducted in five regional hospitals in Mauritius where the participants were providing clinical support to students, its findings cannot be generalised to other clinical settings. Data were not collected from nurses working in private and specialised hospitals. Despite these limitations, the findings of this study reflect, to a great extent, what other international studies have uncovered on mentoring.

Implications and recommendations

Given that 50% of the nursing curriculum is dedicated to practice training, there must be adequate coordination from all stakeholders for positive clinical mentoring outcomes. To give clear direction to clinical mentoring, there should be an agreement amongst concerned stakeholders in the form of a policy regarding the learning support of students. Such a policy should spell out the role, responsibilities and firm engagement for stakeholders’ full commitment to sustaining quality mentoring in clinical settings.

Mentoring will continue to be a major challenge in the local context with the advent of the new DGN programme, future reform in training and nursing education and challenges regarding limited resources. From a methodological perspective, it would be interesting to explore the perception of nurse educators on clinical mentoring in the local context using an appreciative inquiry approach. This approach could illuminate the positive aspects and core of ‘what works in organisations and people’ (Hung 2017 :1).

Clinical mentoring as a phenomenon was studied in five regional hospitals in Mauritius. Although mentoring is differently exercised across clinical settings, the basic principles should at least be observed despite there being no universal standards for clinical mentoring. What constitutes standards of practice for clinical mentoring needs to be debated and agreed by academics, regulatory bodies, practitioners and professional nurses’ associations. The ever-changing healthcare environment directly affects the suitability and adaptability of clinical placements in relation to clinical mentoring, and the CLE remains at the epicentre of clinical mentoring. It is therefore fundamental for all stakeholders with an interest in nursing to collaboratively strive to have a better understanding of and recognise that clinical mentoring is an important tool that will help in providing the next generation of competent nurses who are fit for practice in complex healthcare environments.

Acknowledgements

This article is based on the findings of the first author’s (DF) unpublished PhD thesis. The second author (JM) was the supervisor.

Competing interests

The authors declare that they have no financial or personal relationships that may have inappropriately influenced them in writing this article.

Authors’ contributions

D.F. collected and analysed the data. J.M co-coded the data. Both authors contributed to the conceptualisations and drafting of the manuscript.

Funding information

The research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors.

Data availability statement

The views and opinions expressed in this article are those of the authors and do not necessarily reflect the official policy of any affiliated agency of the authors.

How to cite this article: Foolchand, D. & Maritz, J.E., 2020, ‘Experience of nurses regarding the clinical mentoring of student nurses in resource-limited settings’, Health SA Gesondheid 25(0), a1434. https://doi.org/10.4102/hsag.v25i0.1434

Note: Special Collection: Centenary Edition.

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50 Nursing Philosophy Examples + How To Write Your Own

From the first semester of nursing school, aspiring nurses learn about the ethics and values associated with becoming a nurse. However, there comes a time when each nursing student or nurse must decide what they value most and how to incorporate those things into their roles as nurses. This important step is often referred to as establishing a personal philosophy of nursing. Perhaps you have heard of nursing philosophies but are unsure how to develop your personal philosophy. Have you wondered or asked, "What are some good personal philosophy of nursing examples?" If this sounds like you, keep reading! In this article, I will share some insight about nursing philosophies and provide you with information about 50 nursing philosophy examples + how to write your own.

What Is A Personal Philosophy Of Nursing?

Does every nurse have a personal nursing philosophy, what are the key components of a personal nursing philosophy, • knowledge:, 7 reasons why having a personal nursing philosophy is so important for your career, what are some good personal philosophy of nursing examples, how to write your own personal philosophy of nursing statement, 1. define what nursing means in your perspective., 2. ask yourself what personal experience relates to your passion for nursing., 3. consider how you want to impact patients, families, and communities through your role as a nurse., 4. highlight your skills., 5. define your personal and professional values., 8 questions to ask yourself when developing your own personal philosophy of nursing, question #1: why did i choose to become a nurse, how to find an answer to this question:, question #2: what are my personal beliefs about nursing, question #3: what qualities make someone a great nurse, question #4: what skills should all nurses have, question #5: why is nursing important to me, question #6: what theories do i have about nursing, question #7: what values should nurses consider important, question #8: would i choose this career again, useful online resources to learn more about nursing philosophy, blogs/websites, youtube videos, bonus 5 important things to keep in mind when writing your personal philosophy of nursing statement, 1. keep it simple., 2. show you are prepared for action., 3. be yourself., 4. be open to change if needed., 5. make a copy for yourself and keep it visible., my final thoughts, frequently asked questions asked by our expert, 1. what was florence nightingale's philosophy of nursing, 2. is there a set format or right way to write a personal philosophy of nursing statement, 3. how do i start my nursing philosophy statement, 4. how can a nurse determine whether her nursing philosophy is good, 5. how long should a personal nursing philosophy statement be, 6. when should i write my nursing philosophy, 7. can i change my nursing philosophy from time to time, 8. how to write the introduction of my personal nursing philosophy, 9. should nursing students have a personal philosophy of nursing, 10. does an informatics nurse have a personal philosophy of nursing, 11. do nursing organizations have their own philosophy of nursing, 12. how does nursing philosophy influence nursing practice, 13. is it required for every nurse to have a personal nursing philosophy, 14. what happens if a nurse does not have a personal philosophy of nursing, 15. what are some famous personal philosophy of nursing quotes.

Essay Sample on Why I Want to Be A Nurse

Nursing is a rewarding and challenging career that has the power to make a real difference in people’s lives. Whether your motivation is to help others, attain financial freedom, or both, writing a “Why I Want To Be A Nurse” essay is an excellent opportunity to express your passion and commitment to the field.

In this article, we’ll explore the reasons why you might want to become a nurse and provide you with helpful tips and inspiration for writing a powerful and persuasive essay .

Why I Want to Be A Nurse (Free Essay Sample)

Nursing is a career that offers a unique combination of hands-on care and emotional support to those in need. There are many reasons why someone might choose to become a nurse, including:

The Empathy and Altruism of Nursing

I have a strong desire to help people and hope to become a nurse. I think nursing is the best way for me to make a difference in other people’s lives because it combines my natural empathy and desire to help people. Nursing gives me a chance to positively touch people’s lives, which has always attracted me to the thought of doing so.

I saw the beneficial effects that nurses may have on people’s life as a child. I have always been moved by the kindness and concern they have for their patients. The small gestures of kindness, like holding a patient’s hand or speaking encouraging words, have always touched me. I think nurses have a special power to change people’s lives and leave a lasting impression, and I want to contribute to that.

Additionally, I think that becoming a nurse is a great and selfless job. To provide for their patients and ensure they are secure and comfortable, nurses put their own needs on hold. I absolutely respect this kind of dedication to helping others, and I aim to exhibit it in my own nursing career.

The Economic Benefits of Nursing

The financial stability that comes with being a nurse is one of the reasons I wish to pursue this career. Nursing is a field that is in high demand, which translates to a wealth of job opportunities and competitive salaries.  This profession offers the chance for a stable income, which makes it a good choice for people who want to secure their financial future.

Nursing not only gives economic freedom but also a flexible work schedule that promotes a healthy work-life balance. Many nurses can choose to work part-time or in a variety of places, such as clinics, hospitals, and schools..

A Love for the Science and Art of Nursing

To succeed in the unique field of nursing, one must have both artistic talent and scientific knowledge. This mix is what initially drew me to the thought of becoming a nurse. The human body and its mechanisms have always captivated me, and I enjoy learning about the science that underpins healthcare. But nursing requires more than just a scientific knowledge of the body. It also requires an artistic understanding of the patient and their needs.. Nursing is a demanding and fulfilling job since it combines science and art, which is why I’m drawn to it.

I saw as a child the effect nurses had on patients and their families. Their compassion and understanding have motivated me to seek a profession in nursing because they frequently offer comfort and help in the hardest of situations. My enthusiasm for the science and art of nursing will undoubtedly help me to have a good influence on other people’s lives. I want to work as a nurse and improve the lives of the people I take care of, whether it be by giving medication, educating patients, or just being a reassuring presence.

Continuous Professional Development in Nursing

I think the nursing industry is dynamic and always changing, which gives people a lot of chances to learn and grow. I would have the chance to continuously advance my knowledge and abilities in this sector if I choose to become a nurse. In turn, this would enable me to better care for my patients and stay abreast of professional developments.

There are several different nursing specialties available as well. There are many options, including critical care, pediatrics, gerontology, and surgical nursing. Because of the variety of disciplines available, nurses have the chance to develop their interests and find their niche. 

I am certain that a career in nursing will provide me the chance to pursue my passion for healthcare while also allowing me to grow professionally.

Nursing is a fulfilling and noble career that offers a mix of hands-on care, emotional support, and professional growth. I am inspired by the positive impact nurses have on patients and their families and aim to offer my own empathy and compassion. The nursing industry is constantly changing, providing ample opportunities for growth and job prospects with financial stability. The ultimate reward in a nursing career is the satisfaction of making a difference in people’s lives.

Tips for Writing A Compelling Why I Want To Be A Nurse Essay

Now that you understand the reasons why someone might want to become a nurse, it’s time to learn how to write a compelling essay. Here are some tips and strategies to help you get started:

Create an Outline

Before you start writing, it’s important to identify the main points you’ll discuss in your essay. This will help you stay organized and make your essay easier to read.

Start with an Attention-grabbing Introduction

Your introduction is your chance to make a good first impression and engage the reader. Start with a hook that captures the reader’s attention, such as a surprising statistic or personal story .

Be Specific and Personal

Rather than making general statements about why you want to become a nurse, be specific and personal. Share your own experiences, motivations, and passions, and explain why nursing is the right career choice for you.

Highlight your Skills and Qualifications

Nursing is a demanding and complex profession that requires a wide range of skills and qualifications. Be sure to highlight your relevant skills, such as compassion, communication, and problem-solving, and explain how they make you a good fit for the nursing field.

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